November 29 - December 3, 2021
21-22/ICPPHL (In-Country Program)
This ICP is designed for Senior-Level Managers; Policy makers; Administrators; Practitioners and Teachers of TVET


Today, organizations’ landscape is rapidly changing. In the 21st century, different organizations including TVET are under pressure due to international demands. and the changing mode of clients as a result of development and technology advancements in general and Industrial Revolution 4.0 ( IR 4.0) in particular. The role of learning organizations to generate knowledge, skills and values for the new era and to equip individuals and the workforce for the changing environment has become increasingly arduous and challenging. The stage of development and technology adoption in most of the countries are very diverse that it may require different strategies and approaches in preparing the workforce towards IR 4.0. Regardless of the differences however, the adoption of digitalization in the form of IR 4.0 is inevitable. Knowing the current status of industry and TVET institutions in the country, the readiness for IR 4.0 is very important so that government, educators and policy makers can make necessary policies and strategies to respond to the IR 4.0 requirements necessary for the present and in preparation for future of TVET to thrive in this transforming world. Such conditions call for change.

This program is designed to explore how TVET system should respond in the era of Industrial Revolution 4.0 (IR 4.0) and to offer a platform to produce a strategic framework for the smooth transition to IR 4.0 for key players in TVET. Due to the changing landscape of technologies and employment trends, the need to adapt TVET has become imperative more than any time before. To deal with IR 4.0 challenges, TVET need to initiate innovative strategies; adapt curriculum development, teacher preparation and student development to name a few to cope with the changing time. The objective of this program is to provide a roadmap for the formulation, development and review of current policies, processes, and practices for new implementation in TVET to meet the challenges of IR 4.0. The recommendations and guidelines however, should be viewed as providing general direction, rather than specific prescriptions for action.

This program explores the phenomenon of organizational development and recognize the necessary capabilities of a TVET institution to survive in the changing environment. There is a felt need for TVET institutions to identify the components that need change and it is important to launch new ways to adapt to it. A systematic approach to adjusting and transitioning organizational processes, procedures, strategies, attitudes, functions and/or technologies from their existing state to one that is considered superior is the call of the times.

Studies show that two-thirds of large scale transformation efforts fail. But that’s not a terribly helpful piece of information―unless we’re looking for confirmation that this is hard, really hard. What is useful is to understand what we can do to substantially increase the odds that TVET organizations in the country won’t be among the two-thirds of those that fail.


Generally, at the end of the training program, the participants are expected to apply knowledge and initiate new or modified techniques of leadership, of instructional delivery and observance of principles in the adjustment and adaption of TVET a response to the challenge/s of IR 4.0.

Specifically, the participants will be able to:

  • Demonstrate a deep understanding, and awareness of the need for modifications in TVET management and instructional delivery as a response to IR 4.0;
  • define the dynamics of IR 4.0 and its impact on TVET;
  • identify the components of TVET to address requirements of IR 4.0;
  • develop digital skills to address IR 4.0 in TVET;
  • enable participants to develop teaching aids for blended learning program;
  • access resources to build a solid platform for change.

Program Contents
  1. TVET 4.0 to Address IR 4.0 covering: 21st Century skills; Skills and Enablers in TVET 4.0
  2. Concepts of IR 4.0, Stages, elements and major trends impacting on TVET 4.0. It shall cover inputs to Teacher Training as well as TVET Research as a Driver for Innovation
  3. TVET Teacher Professional Competency Framework in the Industry 4.0 Era. The VOCTECH SEAMEO Survey will be presented as a case; ASEAN Teaching Model IR 4.0; latest demand-driven occupations and the integration of digital technologies in teaching competencies

Theme Papers

  • Theme Paper 1: Imagineering TVET for the Changing World
  • Theme Paper 2: Concepts of IR 4.0, Stages, elements and major trends impacting on TVET 4.0.
  • Theme Paper 3: Challenge of Industry 4.0 to Teacher Training and to TVET Research as a Driver for innovation
  • Theme Paper 4: TVET Teacher Professional Competency Framework in the Industry 4.0 Era.
  • Theme Paper 5: Digital Technologies to Integrate IR 4.0 Skills in Teaching Competencies

Group Work Activities:

  • Group Work 1: Gap Analysis /SWOT Analysis: Overview of the Current TVET Landscape
  • Group Work 2: Developing Teaching Aids for a Blended Learning Program
  • Group Work 3: Developing Digital Contents Using Authoring Tools
  • Group Work 4: System Development Planning: Action Plan the Way Forward

Instructional Strategies

The program involves different learning methods such as:

  • Theme paper presentations
  • Brainstorming and Experience sharing
  • Individual Task and Group workshops
  • Scenario building
  • System development planning

Program Facilities

To conduct the program smoothly, each participant should have:

  1. Laptop or desktop computer with the following minimum specifications:
    • Intel Core i3 CPU (equivalent or higher)
    • 8GB RAM
    • 240GB Storage
    • Webcam
    • Earphone with microphone (laptop speakers and mic can also be used)
  2. Zoom and HTML5 compliant web browser (Chrome, Edge, Firefox, etc.)
  3. HTML5 compliant smart phone (Android or iPhone)

Program Management and Resource Persons

Program Supervisor Prof. G. L. D. Wickramasinghe ([email protected]) is the first Sri Lankan and the 12th Director General of CPSC. He is also the concurrent President of Asia Pacific Accreditation and Certification Commission (APACC).

Prior to his appointment as the Director General, he was a professor at the Department of Textile and Clothing Technology, University of Moratuwa, Moratuwa, Sri Lanka since 2015. Here also held key administrative posts during his career: as a former Vice Chancellor of the University of Vocational Technology (2016-2019), former Chairman of the Centre for Open and Distance Learning (CODL) of the University of Moratuwa (2015-2016), and former head of the Department of Textile and Clothing Technology (2009-2012).

He also served as the Chairman of Alethea International School (2017-2021), an independent non-executive Director of Orit Apparels Lanka Ltd. (2014-2016), and Sri Lanka Institute of Textile and Apparel (2010-2015). He also served as the Director of Technical and Quality Assurance of the Brandix Textiles Ltd (2013-2014). He also served as chairman and member of various public sector strategic and technical committees.

He also published over 60 research publications on topics related to textile engineering and educational management, of which over 30 are international refereed journal publications.

He was honored with 18 national and international awards including Emerald Literary Award (2018), President's Award for Scientific Publications (2017), and NRC Merit Award for Scientific Publication (2016, 2011). The World Education Congress also honored him with the award for Outstanding Contribution to Education in “Sri Lanka Education Leadership Awards” in 2018.

Prof. Wickramasinghe is a graduate of a Bachelor of Science in Textile Engineering from the University of Moratuwa in 1993 by which he obtained first class honors. He finished his PhD at the University of Manchester in 2003. He also obtained a PG Certificate in Learning and Teaching, the University of Arts London, UK in 2006 and an MBA in the University of Sri Jayewardenepura, Sri Lanka in 2008.

Program Coordinator and Resource Person Prof. Romulita C. Alto, EdD ([email protected]), has retired from government service in 2006, however, she continuously impart her knowledge in various capacities like currently, she is a CPSC Project-Based Faculty Consultant and Accreditor of APACC.

She has been associated with CPSC since 1992 in various capacities. From 1992-1994, she was a Research Associate. From 1997 to 2001, she was engaged as Governing Board engaged Core Faculty Consultant and Chairperson of Consultancy and Marketing Division and Research and Development Division. Dr. Alto is the lead author of CPSC’s best-selling book - the Research in TVET Made Easy and was the lead reviewer of the APACC documents in 2013 – 2014.

She was able to handle several high-profile assignments and projects in ADB and JICA, being an educator and international consultant for 57 years now.

Dr. Alto is the recipient of the Outstanding Public School Teacher of the City of Manila in 1971, the Most Outstanding Natural Science Teacher of the Year in 1972, and the Outstanding Faculty Member of the Technological University of the Philippines in 2005. Among the scholarship grants she enjoyed are the CDG-Gesellshaft scholarship at the Asian Institute of Technology in Thailand on Remote Sensing Technology and Environmental Resources Management, Asia Foundation Scholarship on the Teaching of CBA Chemistry, and Teaching of Chemistry at RECSAM in Penang Malaysia.

Dr. Alto earned her Doctoral Degree in Educational Administration in 1984, Master’s Degree in Teaching Chemistry in 1970, and Bachelor of Science Degree in Home Economics and Bachelor of Science in Education in 1961 all from the University of the Philippines.

Resource Person Engr. Abdul Ghani Rajput ([email protected]), is currently working as an E-learning Developer, UNEP. He was a former Faculty Specialist in CPSC from 2019-2021. He is an experienced and visionary TEVT expert with more than 12 years diversified experience in implementing TEVT/HRD policies, vocational qualification framework, capacity development of TVET trainers, research in TVET and implementation of skills development plans with local and international organizations. He is a board member of Asia Academic Society for Vocational Education and Training (AASVET). He is a certified international APACC accreditor. He is a certified Competency-Based Training and Assessment Trainer and Vocational Counselor. His expertise include Capacity Development of TVET Stakeholders, Employers Engagement, TVET research and Project Management. He published a first ever training manual on Industrial Revolution 4.0 for the TVET sector to build the capacity of TVET stakeholders. He has worked with various local & international organizations including ILO, World Bank, GIZ, British Council, MTC International USA, Skills International and City & Guilds, UK etc.

He has participated and delivered paper presentations in a number of international conferences, meetings, symposia, seminars and workshops on TVET in Asia and Europe region. He has also authored of different books such as Data Processing Assistant, Electronic Technician and IT in TVET published by Urdu Science Board, Pakistan and co-authored about different theme papers on various areas of TVET, such as digitized TVET M&E, Greening TVET, readiness of IR4.0 for TVET, and role of virtual communities in TVET.

Mr. Rajput is a Professional Engineer of Pakistan Engineering Council and earned his MSc in Information System Engineering from the University of Twente, Netherlands (2009-2011). He studied Master of Engineering in Communication Systems Networksfrom Mehran University of Engineering & Technology, Jamshoro, Pakistan (2005-2007) and his bachelor in Computer System Engineering (1999-2002) from Hamdard University, Karachi Pakistan.

Engr. Rajput is a Professional Engineer of Pakistan Engineering Council and earned his MSc in Information System Engineering from the University of Twente, Netherlands (2009-2011). He studied Master of Engineering in Communication Systems Networks from Mehran University of Engineering & Technology, Jamshoro, Pakistan (2005-2007) and his bachelor in Computer System Engineering (1999-2002) from Hamdard University, Karachi Pakistan.